6 Rwanda Today

In characteristic fashion, Rwandan education has witnessed considerable progress since the interviews were conducted in 2012. In particular, a new Education Sector Strategic Plan was published in 2013 which, as expected, makes provision for a twelve-year basic education (MINEDUC, 2013). Rwanda Reads has now been running for three years and appears to be addressing the earlier dearth of community libraries and books in Kinyarwanda.

Critically, the national curriculum has been revised by the REB with an increased focus on pre-primary learning and greater recognition for the importance of higher-order cognitive skills (MINEDUC, 2015). In particular, critical thinking, creativity and problem-solving are identified as valuable generic competencies that apply across the curriculum, which also covers empathy, peace and environmental content. However, the success of the reform and its impact on cognitive development remains to be seen. As noted by interviewees, MINEDUC and the REB will need to ensure a comprehensive approach to align pedagogical practices, teacher training, classroom materials and learning assessment with the new and enhanced curriculum.

Recent research has also revealed ongoing challenges in the achievement of even basic competencies. A countrywide survey of Primary 4 and 6 children highlighted continuing difficulties in early grade reading and mathematics (RTI, 2012). Shortcomings in literacy bear particular significance, given its critical role in fostering cognitive capacities, through exposure to new ideas and different points of view (Abadzi, 2006). In which case, Rwanda is moving in the right direction, but still has far to go.